为了证实该试验的可操作性，英语论文，本文对篇章格律理论在大学英语阅读教学当中的运用进行了阐释。
Chapter One Introduction
English,one of the world’s most widely used languages,plays a vital role in every aspect of the modern world.In fields such as politics,economy,and Education,English has already become the most important tool used in the bilateral communication between countries.What’s more,the number of people studying English as the second foreign language is larger than those using English as the native language.In a sense,English has been treated as the international language in reality for a pretty long time,and the field of reading is a research focus in the study of the English foreign language acquisition.Although development of students’reading competence has always been the most important goal in college English reading instruction, which can’t be denied,students’actual reading ability is not that satisfactory.As for the reasons why how college students can not get ideal reading results,there remains a lot to be explored out in the future.
1.1Background of the Present Research
As a fairly important factor in foreign language acquisition,reading has been attracting researchers’attention for long.Until so far,many scholars have made great exploratory research in the field of reading theory.As a matter of fact,theories related to reading comprehension have undergone through a time of searching and groping for quite a long time.Together with the prosperous development of cognitive psychology and psycholinguistic in society,the research related to reading reached a noticeable position in the 1970s around.Gough(1972)first put forward his information processing model,summarized as the traditional reading model ‘Bottom-up’,focusing on the meaning decoding of words in the reading course.Then based on Smith’s theory of Redundancy,Goodman brought forth the psycholinguistic model of reading, known as the‘Top-down’model,with readers’active participations as the basis.In 1977, Rumelhart put forth the interactive model of reading in his article Towards an Interactive Model of Reading.Apart from these reading models mentioned above,the well-known reading theory, ‘Schema theory’,has been a research focus in the relevant field for more than twenty years.
According to schema theory,the high-level background knowledge plays a vital role in learners’ reading process.In addition,theories such as thematic progression and discourse have already been put into practice by researchers and positive feedback from learners has also been received at the same time.
With regard to practice,the traditional college English passage teaching follows a linear path, focusing on sentences and words,studying the outside form and usage of words and sporadic components of sentences in great length,and this is nearly the same of the reading model ‘Bottom-up’.Students under such a teaching model usually tend to read a paragraph word by word,unable to find the inner connections between the sentences.Not viewing the text as a unified whole,students could only grasp some scattered words or phrases as well,thus they can’t understand the author’s complete intentional meanings in the passage.Although students may gain a large vocabulary and grammatical knowledge to some extent,they have rather a number of problems in understanding the text.Later on,there has been some further research and improvement in the empirical field of reading.Reading theory such as schema theory has already b，英语论文 |
